Effects of Paperlator on Multiplication Fact Performance and Pupils’ Emergent Behaviour among Special Remedial Program Pupils

Abstract

The Ministry of Education Malaysia commenced home-based teaching and learning during the Covid-19 pandemic. Online learning and lack of teaching aids at home affected pupils’ multiplication fact performance and their emergent behaviour in online classes. Thus, this study aims to examine the effects of Paperlator on multiplication fact performance and pupils’ emergent behaviour among two schools of Year Two and Year Three special remedial program (SRP) pupils in the state of Malacca, Malaysia. This study employed the convergent parallel design mixed method. 32 SRP pupils aged between 8 to 9 years old were involved in this study. The experimental group of SRP pupils was exposed to Paperlator intervention, whilst the control group of SRP pupils was exposed to the traditional memorisation method. Quantitative data were analysed by using descriptive and inferential statistics of independent sample T-Test and paired sample T-Test. The findings of the study showed a significant difference between the two groups. Paired sample T-Test also showed that there is a significant difference in the experimental group exposed to Paperlator. The statistical data showed that there is a positive effect of Paperlator on SRP pupils’ multiplication fact performance. Qualitative data were collected through observation of SRP pupils’ emergent behaviours when solving multiplication fact problems. The observation data supported quantitative data that most SRP pupils in experimental group were active and showed interest in learning multiplication fact. This study concluded that the use of Paperlator can improve the SRP pupils’ multiplication fact performance and positive emergent behaviours.